space and technology unit d

Use this center activity after teaching Lesson Materials globe that is permanently tilted correctly to 2312 degrees; white and yellow dot stickers; flashlight; books Procedure • As chi

Trang 1

Directed Inquiry Explore What

Lesson 1 What is the Sun? 366

Lesson 2 What causes day and night? 370

Lesson 3 What causes seasons to change? 374

Lesson 4 What can you see in the night sky? 376

Lesson 5 Why does the Moon seem to change? 380

Lesson 6 What is the solar system? 382

Guided Inquiry Investigate How can

you make a model of a constellation? 384

Directed Inquiry Explore How can

Lesson 1 What is technology? 398

Lesson 2 How does technology help us? 402

Lesson 3 How do we use technology to

communicate? 404

Lesson 4 What are some other ways we use

technology? 406

Lesson 5 How do people make things? 408

Guided Inquiry Investigate How can

Full Inquiry Science Fair Projects 424

UNIT D • Space and Technology D1

Trang 2

D2 UNIT D • Space and Technology

Trang 3

• materials in chapter bags

• mobile storage carts

• activity placematsand trays

• Teacher’s Activity Guides

unsharpened pencilscrayons or markers

pp 384–385

How can you make a model of a constellation?

books unsharpened pencils

facial tissues (3 types)water

masking tape

UNIT D • Getting Started D3

Trang 4

Connecting science

skills with reading

skills can help

improve scores and

Chapter 13: Retell

Science Process Skills

Chapter 12

Communicate

SE, pp 396, 411

• Predict, p 410

• Observe, pp 410, 411

• Communicate, p 411

Target Reading Skills and Strategies

Chapter 12

Alike and Different

SE, pp 369, 383, 389

Below-Level Reader: Earth and Space On-Level Reader: Discovering Earth and Space

Advanced-Level Reader: Guide to the Constellations

Chapter 13

Trang 5

Integrate the following cross-curricular ideas into your lessons as you teach this Space and Technology unit.

UNIT D • Curriculum Connections D5

Social Studies in Science, SE/TE, p 375

The First Telephone, TE, p 405

Sun-Centered System, TE p 383

Math in Science, SE/TE, pp 381, 386, 405, 412

Art in Science, SE/TE, p 379 Calendar Patterns, TE, p 371 The Sun, TE, p 373

Technology in Science, SE/TE, p 377 NSTA SciLinks, SE, pp 381, 398 Discovery Channel School DVD “The

Trang 6

As Earth moves around the Sun, people

on Earth can see different constellations throughout the year

Ask children to name and describe the four seasons of the year Tell children

to include details about the weather conditions during each season

Trang 7

The Sun The Solar System Galaxies

Tools of Exploration

Additional content support is available

What are some ways

technology helps us?

Technology is the use of science to solve

problems Cars, airplanes, and trains are

ways that technology helps us to travel

Vaccines, X-rays, and MRIs are ways

that technology helps us to stay healthy

Telephones and computers are ways that

technology helps us communicate Satellites

are one way that technology helps us

gather information Clothing and bicycles

are examples of products that are made as

a result of technology

Facilitate Understanding

Tell children that something is invented when it is made for the first time Have children list three inventions they know

Ask children different ways in which they can learn new information

Discuss how these ways are related to technology For example, they can learn from a book that is written and printed with the help of technology They can watch a show on television, which is produced through technology They can learn about conditions in other parts

of the world, which comes through technology

for Professional Development

Additional Resources

Trang 8

These suggested

strategies can help

you customize

instruction for children

with individual needs

Advanced Learners

Help children extend their thinking as they focus on essential questions for Space and Technology.

Essential Question: What are some ways the Earth moves?

Brainstorm and Group

20 minutes Small Groups

• Ask children to describe how the Sun’s position seems to change from sunrise to sunset

• Ask groups to list things they do in the morning, afternoon, and at night

• As a class, discuss how children follow a pattern of events related to the continuous cycle of day and night For example, they eat breakfast, brush their teeth, and get dressed in the morning At night they eat dinner, brush their teeth, and change into pajamas

Special Needs

Utilize visuals to reinforce concepts throughout the unit Select a variety of visuals, such as pictures, graphic organizers, and real objects.

Compare and Contrast

20 minutes Small Groups

• Have groups study a visual for one minute

• Ask volunteers to describe one thing about the visual Encourage as many descriptions as possible

• Use their descriptions to discuss how the visual is related to Earth For example, if

a picture of the Sun is the visual, children should relate the visual to light and heat

on Earth Help children see how their descriptions can be used to compare different visuals

English Language Learners

Modify the presentation of content to support English Language Learners.

Guided Reading

20 minutes Whole Class

• Draw children’s attention to a selection from the unit Have children examine and describe illustrations or photos on the page and use them to make predictions about the text

• Read the selection to and then with children Have children choral read or echo read (repeat after you one or two sentences at a time)

• Ask children to locate text on the page that may confirm their predictions

Multi-Age Classroom

Children working together in cooperative multi-age teams have the chance to learn from one another and to find inconsistencies

in their own thinking.

Compare and Discuss

20 minutes Pairs

• Have children work individually on assigned Lesson Checkpoint questions, Scaffolded questions, or Chapter Review questions

• Pair each child with a child from another grade and have them compare and discuss their answers to the questions

Trang 9

Leveled Reader Teacher’s Guide

Below-Level Leveled Reader has

the same content as Chapter 12, but is

written at a less difficult reading level

On-Level Leveled Reader has the

same concepts as Chapter 12, and is written at grade level

Advanced Leveled Reader is

above grade level and enriches the chapter with additional examples and extended ideas

Leveled Readers deliver the same concepts and skills as the chapter

Use Leveled Readers for original instruction or for needed reteaching

Key Content and Skill in Leveled Readers and Chapter 12

Content

Earth and Space

Vocabulary

axis craterrotation phaseorbit solar systemconstellation

Target Reading Skill

Alike and Different

Space and Technology

Trang 10

Lesson/Activity Pacing Science Objectives

20 minutes • The student identifies words and constructs meaning

from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues

20 minutes

• The student knows that people use scientific processes including hypothesis, making inferences, and recording and communicating data when exploring the natural world

1 What is the Sun? pp 366–369 30 minutes • The student describes characteristics of the Sun and its importance to the Earth.

• The student knows that each time the Earth completes one rotation, one day has passed and that this takes

is visible when it reflects the light from the Sun

• The student describes objects that are visible in the night sky

• The student knows that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon

is visible when it reflects the light from the Sun

• The student analyzes, constructs, and operates models

in order to discover attributes of the real thing

Math in Science: Planets in Orbit

Chapter 12 Review and Test Prep

NASA Feature: Mission to Mars

NASA Career: Astronomer

• The student knows ways in which tools are used by scientists

• The student knows that there are many objects in the sky that are visible only at night

Trang 11

Other quick options

CHAPTER 12 • Planning Guide 361C

• Vocabulary Cards

• Activity Book, pp 125–126

• Discovery Channel School DVD, The Moon

Process Skill: Model

Target Reading Skill:

• Explain Your Results, SE, p 364

• Every Student Learns, p 73

• Scaffolded Questions, TE, pp 367, 369

• Checkpoint Questions, SE p 369

• Chapter Review, SE, pp 388–389 (9, 12)

Alike and Different, SE, p 369

• Checkpoint Questions, SE, pp 371, 373

• Chapter Review, SE, pp 388–389 (1, 6, 8, 10)

• Workbook, p 141

• Quick Study, pp 126–127

orbit • Scaffolded Questions, TE, p 375

• Checkpoint Questions, SE, p 374

• Chapter Review, SE, pp 388–389 (4)

• Checkpoint Questions, SE, pp 376, 379

• Chapter Review, SE, pp 388–389 (3)

• Workbook, p 143

• Quick Study, p 130–131

phase • Scaffolded Questions, TE, pp 381

• Workbook, p 144

• Quick Study, pp 132–133

solar system • Scaffolded Questions, TE, p 383

• Explain Your Results, SE, p 385

• Activity Rubric • Activity Book, pp 123–124• Activity DVD

• Activity Placemat 27

Math Skill:

Put in Order

• Scaffolded Questions, TE, p 387

Chapter 12 Testwww.sfsuccessnet.com/

Trang 12

Other Resources The following Resources are available for activities found in the Student Edition.

Demonstration Kit If you wish to

rehearse or demonstrate the Chapter

12 activities, use the materials

provided in the Demonstration Kit

Classroom Equipment Kit

Materials shown above in italic

print are available in the Classroom

Equipment Kit

Activity Placemats The Equipment

Kit includes an Activity Placemat for each activity, a work surface that identifies the materials that need to

be gathered

Activity Transparencies

Use a transparency to focus children’s attention on the Quick Activity for each lesson

Teacher’s Activity Guide For

detailed information about Inquiry Activities, access the Teacher’s Activity Guide at www.sfsuccessnet.com

and night? p 364

Time 15 minutes

Grouping small groups

Materials flashlight and D batteries;

dot label; plastic-foam ball (3 in diam);

unsharpened pencil; crayons or markers

Alternative Materials Small

pieces of masking tape can be used instead of dot labels

What to Expect Children will

demonstrate that day and night are caused by the Sun shining on part of the Earth as it spins Light from the flashlight will light one side of the foam ball and the other side of the ball will be dark

Teaching Tip Have one child in

each group hold the flashlight and another child hold the model Children can take turns holding the flashlight and the model

Safety Note Tell children not to

look directly into the flashlight or shine the light into the eyes of other children

Activity DVD Unit D,

Chapter 12

Activity Placemat Mat 26

you make a model of a

constellation? pp 384–385

Time 30 minutes

Grouping small groups

Materials flashlight and D batteries;

safety goggles (1 per child); sharpened pencil; black construction paper

(1 sheet)

Science Center This activity can

be set up in your Science Center for children to work on throughout the day

What to Expect Children will

create models of constellations by shining light through holes they make

in black paper

Safety Notes Remind children to

wear their safety goggles and to be careful when poking holes in the paper

Activity DVD Unit D,

Chapter 12

Activity Placemat Mat 27

Children learn to ask and answer scientific questions as they progress to greater independence in scaffolded inquiry Directed Inquiry A Directed Inquiry activity begins each chapter Guided Inquiry A Guided Inquiry activity closes each chapter Full Inquiry Experiments and Science Fair Projects at the end of each

unit provide opportunities for Full Inquiry

Trang 13

What do constellations look like?

Materials

Use with Chapter 12

Use the white crayon to label the constellation you made.

Connect the dots to make the shape of the constellation.

Explain Your Results

Communicate

Suppose you connect the dots differently

What other animal or object might the constellation look like?

black paper

white stickers

white crayon

Using pictures and using words are two ways you can

communicate

what you learned.

Activity Flip Chart, p 24

Make and Use a Model

Lay the ﬂ ashlight on a stack

of books so that the light shines on the middle of the globe The ﬂ ashlight stands for the Sun.

Place the globe so that

it is tilted away from the ﬂ ashlight

Turn on the ﬂ ashlight

Use a yellow dot to mark the center of where the light hits the globe This is position A.

the way around the ﬂ ashlight.

Turn the ﬂ ashlight to shine on the globe Spin the globe so that the yellow dot faces the

ﬂ ashlight Use another yellow dot to mark the center of where the light hits the globe

This is position B.

Repeat steps 4 and 5 two more times Now you have placed the globe in four different positions—A, B, C, and D.

1 Infer Each position stands for Earth at the beginning

of a different season Which position is the beginning

of winter where you live? Which position is the beginning of summer?

2 What causes the seasons to change where you live?

What causes the seasons?

Use with Chapter 12

You use a model to infer

where Earth is

in space during each season.

Activity Flip Chart, p 23

CHAPTER 12 • Activity Guide 361E

Activity Flip Chart

What causes the seasons?

Use this center activity after teaching Lesson

Materials globe that is permanently tilted

correctly to 2312 degrees; white and yellow

dot stickers; flashlight; books

Procedure

• As children make and use a model,

you may need to help them use the books

to support the flashlight so that the light

strikes the globe in the middle when

rested on the table

• To help children infer Earth’s position, it may be useful to mark positions A,

B, C, and D on the index cards

What to Expect Children will observe that the flashlight shines directly

on the globe on different places as the ball is moved from position to position around the flashlight, but that it strikes on the Equator at positions B (spring) and D (fall)

Think About It

1 Winter–A; Summer–C

2 Earth’s tilt and its movement in its orbit around the Sun cause the seasons to change in any one place

Activity Flip Chart

What do constellations look like?

Use this center activity after teaching Lesson

Materials black construction paper

(812 x 11 in.); glow-in-the-dark white dot

stickers; white crayon

Procedure

• After children make a model, have

children who drew a Big Dipper pair up

with children who drew a Little Dipper

and put their papers together

• Ask children to communicate by

describing the picture formed by their stars

• Discuss how travelers long ago used the dippers to tell directions; the North Star is at the end of the handle of the little Dipper, and the two stars on the side of the big dipper point to it

What to Expect Children will illustrate one of the constellations.

Think About It

Answers will vary For example, for students who chose the Big Dipper, they might imagine that the handle of the Big Dipper is an animal’s tail

Trang 14

Workbook, p 137 Workbook, pp 138–139

Use with How to Read Science, p 365

Home Activity: Together talk about your child’s answers Have your child explain

why his or her answers may have changed after reading the lesson.

Before You Read Lesson 1

Read each sentence Do you think it is true? Do you think it is not true? Circle the word or words after each sentence that tell what you think.

1 The Sun is Earth’s closest star True Not True

2 The Sun is smaller than Earth True Not True

3 Without the Sun, nothing could live True Not True

After You Read Lesson 1

Read each sentence again Circle the word or words after each sentence that tell what you think now Did you change any answers? Put an

X by each answer that you changed.

Think, Read, Learn

Use with pages 367–369.

What is the Sun?

138 How to Read Science Workbook

Name

Use with Chapter 12.

Read the science story.

Look at the pictures.

Spring and Fall

Spring and fall are two seasons of the year

In spring, the days start to get longer Many trees begin to grow leaves In fall, the days start to get shorter The leaves on many trees change color and fall off But in both seasons, the hours of daylight are about the same.

Apply It!

Fill in the graphic organizer on page 137 Tell how spring and fall are alike Tell how they are different.

Name

2 Earth turns once every 24 hours True Not True

3 The Sun moves across the sky

1 Half of Earth is always lit by the Sun True Not True

What causes day and night?

Draw a picture or write a sentence to go with each word.

constellation

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Give clues to the vocabulary words, such as how Earth goes around

the Sun and a big hole made by a rock, and have your child say the correct words.

Use the following

Workbook pages to

support content and skill

development as you teach

Chapter 12 You can also

view and print Workbook

pages from the Online

Teacher’s Edition

Trang 15

CHAPTER 8 • Workbook Support 361G

Read each sentence Do you think it is true? Do

you think it is not true? Circle the word or words

after each sentence that tell what you think.

1 The way Earth spins is called an orbit True Not True

2 Earth’s tilt and Earth’s orbit cause

3 We get less direct sunlight in winter True Not True

Read each sentence again Circle the word or

words after each sentence that tell what you

think now Did you change any answers? Put an

What causes seasons

to change?

Name

1 Patterns of stars are constellations True Not True

2 The Moon has a smooth surface True Not True

3 The Moon can be seen in the

Workbook Think, Read, Learn 143

What can you see in the night sky?

Name

Read each sentence Do you think it is true? Do

you think it is not true? Circle the word or words

after each sentence that tell what you think.

1 The Moon orbits Earth True Not True

2 The Moon makes its own light True Not True

3 Phases of the Moon have

Read each sentence again Circle the word or

words after each sentence that tell what you

think now Did you change any answers? Put an

Why does the Moon

seem to change?

Name

1 Only planets are in our solar system True Not True

2 The Sun is the center of our

3 There are nine planets in our

What is the solar system?

Trang 16

Assessment Book, p 87

Chapter 12 Test Chapter 12 Test

Use the following Assessment Book pages and ExamView to assess Chapter 12 content You can also view and print Assessment Book pages from the Online Teacher’s Edition

Name

night sky?

the Sun the stars the Moon the planets changes What is this shape called?

an axis a phase a crater an orbit

쐅 Look at the picture.

Think about what is in the picture

Then complete the sentence.

The planets and other objects that orbit the

craters night sky solar system constellations

Chapter 12 Test

Assessment Book Chapter 12 Test 89

Name

is tilted toward the Sun?

Fall Spring Winter Summer one time?

about one day about one year about one week about one month

Think about what you see in the picture.

What is shown in the picture?

a phase a crater a solar system a constellation

Chapter 12 Test

88 Chapter 12 Test Assessment Book

Living things need heat and light The Sun gives us

The Moon reflects light from the Sun.

heat and light.

Name

쐈 What is a crater?

a large rock from space a bright object in the night sky a group of stars that form a picture a hole in the ground that is shaped like a bowl

쐉 What is in the center of our solar system?

the Sun Earth the Moon the Big Dipper Write the answers to the questions on the lines.

씈 Why do living things on Earth need the Sun?

Read each question and choose the best answer

Then fill in the circle next to the correct answer.

stars?

The Sun is hotter than other stars.

The Sun is bigger than other stars.

The Sun is closer to Earth than other stars.

The Sun is farther away from Earth than other stars.

Earth is always spinning on an imaginary line called .

a tilt an axis an orbit a rotation Earth’s tilt

Earth’s rotation Earth’s orbit around the Sun Earth’s orbit around the Moon Earth rotates on its axis.

Earth is tilted on its axis

The Sun moves around Earth.

The Moon moves around Earth.

Chapter 12 Test

Assessment Book Chapter 12 Test 87

Trang 17

Earth and Space

knows that the light reflected by the Moon looks a little different every day but looks the same again

knows that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours

knows that there are many objects

in the sky that are visible only at night

knows that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world

understands that most natural events occur in comprehensible, consistent patterns

T E A C H I N G

P L A N

Professional Development

To enhance your qualifications in science:

• preview content in Space and Technology DVD Segments The Sun,

The Solar System, and Stars and Galaxies.

• preview activity management techniques described in

Activity DVD Unit D, Chapter 12

Technology Link

For additional information on the topics covered in this chapter, have

children view the Discovery Channel School DVD The Moon.

Chapter 12 Concept Web

Children can create a concept web to organize ideas about Earth and Space

CHAPTER 12 • Earth and Space 361

Earth

hasone

moves

in an

Moon

phasescraters

one of which is

axishas holes called

goes through

their moons

and

Sun

aroundthe

The student

The studentThe student

The student

If time is short…

Use Build Background page to engage children in chapter content Then do Explore Activity, How to Read Science, and Lessons 1, 2, and 6

To access student resources:

1 Go to www.sfsuccessnet.com.

2 Click on the register button

3 Enter the access code frog and your school’s zip code.

Trang 18

Workbook, p 137

Graphic Organizer Transparency 3

Three-Column Chart

Graphic Organizer Transparency 3

Vocabulary Cards

axis

constellation axis

solar system

rotation

362

Name Vocabulary Preview

Draw a picture or write a sentence to go with each word.

solar system orbit

axis crater

rotation phase

constellation

Directions: Read the words and draw pictures to illustrate them or write sentences

about them Cut out the boxes to use as word cards.

Home Activity: Give clues to the vocabulary words, such as how Earth goes around

the Sun and a big hole made by a rock, and have your child say the correct words.

Build Background

identifies words and constructs

meaning from text, illustrations, graphics, and

charts using the strategies of phonics, word

structure, and context clues

Chapter 12 Vocabulary Words

Introduce the Concept

Discuss Essential Question

Read the Chapter 12 Essential Question to

children, What are some ways the Earth

moves? Then ask children: What object is in

the sky during the day? Sun What object

is in the sky during the night? Moon Why

do you think we have day and night on

Earth? Lead children to think about the movement

of Earth that causes day and night Tell children

that in this chapter they will learn about the

movements of Earth

A C T I V I T Y

Ask children: What types of objects would

you expect to find in space? Possible

answers: planets, stars, moons Have children

discuss what they have seen when they have

looked at the sky at night

Build Background Resources

Trang 19

crater phase

orbit

363

Chapter 12 Vocabulary

Use the following Prediction/Confirmation chart

provided on sfsuccessnet.com or Graphic

Organizer Transparency 3

axis rotation orbit constellation crater phase solar system

On Graphic Organizer Transparency 3, list vocabulary words under the first column Explain

to children that you will fill in the Prediction column

of the chart together

• Pronounce each word Solicit information from

children as you fill in the Prediction column For example, children may predict that an orbit is the path an object follows through space

• Guide children as you fill in the Prediction

column by asking a question such as, “What kind of movement do you think rotation describes?”

• Tell children they will fill in the last column as they read the chapter

Word Recognition Use the Vocabulary Cards

to reinforce recognition of each written word and its definition

Practice

Vocabulary Strategy: Which Word?

Using the Vocabulary Cards, read the definition of

a vocabulary word aloud Ask: Which word is

that?

Ask children to participate in a form appropriate

to their level of skill:

• choral response

• telling a partner

• pointing to the word in the pictures

• selecting the word from the Vocabulary Cards

Science Background

Gravity and the Solar System

• Gravity is the force that holds the solar system together (Gravity was

explored in Chapter 10.) The force of gravity exerted between the

Sun and other objects holds those objects in the solar system in their

orbits around the Sun

• Gravitational attraction between two objects increases with mass

That is, the Sun pulls on Earth as hard as Earth pulls on the Sun But

because of its large mass, the Sun doesn’t move The Sun accounts

for about 99.9 percent of the mass of the entire solar system

Trang 20

Call1-888-537-4908 with activity questions.

Student made a model of Earth.

Student used a flashlight to model the Sun.

Student observed the position and

movement of the Sun and Earth in space using a flashlight for the Sun and the model for Earth.

Student explained how the model showed day and night.

Scoring Key

4 points correct, complete, detailed

3 points partially correct, complete, detailed

2 points partially correct, partially complete, lacks

some detail

1 point incorrect or incomplete, needs assistance

Activity Rubric

Use with Chapter 12, p 364

Activity Rubric

Name

Use with Chapter 12, p 364

Notes for Home: Your child observed models to understand that when the Sun

lights the side of Earth we are living on, it is daytime; and when that part of Earth turns away from the Sun it is nighttime

Home Activity: Observe the Sun in the sky in the morning and evening of one

day Discuss how the Sun’s position changed because Earth has moved.

How does your model show day and night?

Explore What causes day

and night?

Activity Book pp 121, 122

Use Activity DVDUnit D, Chapter

12 to preview this activity

364

Explore What causes day and night?

Make a model of Earth

Turn your model of Earth

Watch the child

How does your model show day and night?

foam ball

child

The ﬂ ashlight

is like the Sun.

You can use

models of Earth and the Sun to understand what causes day and night.

red dot sticker

Explore What causes

day and night?

knows that people use scientific

processes including hypothesis, making

inferences, and recording and communicating

data when exploring the natural world

Build Background

This activity guides children to understand how the

Sun lights the part of Earth where it is daytime

Managing Time and Materials

Time: 15 minutes

Groups: small groups

Materials: flashlight and D batteries; dot label;

plastic-foam ball; unsharpened

pencil; crayons or markers

*Materials listed in italic are kit materials.

What to Do

to East to model the motion of Earth on its axis

of the model represents

away from the Sun experiences night, while the

side of Earth facing the Sun experiences day

find out how the length of day and night is affected

Model The ball represents Earth and the flashlight

represents the Sun The part of the ball that is lit up

shows day The dark side of the ball shows night

As Earth rotates on its axis, different parts of Earth

experience day and night

Have each group make and describe their

Activity Resources

Find more about this activity at our Web site

• See the Teacher’s Activity Guide for more support.

• An alternative activity is also available to download

The student

Trang 21

Workbook, pp 138–139

Alike means how things are the same.

Different means how things are not the same.

Science Pictures

Apply It!

Look at the pictures

Tell how day and night are alike and different

Think of your model

to help you.

Alike

365 Different

Name

Read the science story.

Look at the pictures.

Spring and Fall

Spring and fall are two seasons of the year

In spring, the days start to get longer Many

trees begin to grow leaves In fall, the days

start to get shorter The leaves on many trees

change color and fall off But in both seasons,

the hours of daylight are about the same.

Apply It!

Fill in the graphic organizer on page 137 Tell

how spring and fall are alike Tell how they

are different.

understands similarities and differences across texts (for example, topics, characters, problems)

About the Target Skill

The target skill for Earth and Space is Alike and

Different Children are introduced to the skill as

you guide them through this page

Introduce

Show children a picture of a dog and a picture of

a cat Ask children to look carefully at the pictures and consider how the animals are alike and

different Ask: Can you name two ways in

which the dog and cat are alike? Can you name two ways in which the dog and cat are different? Alike: Both are animals, have four

legs, have fur Different: Cat is smaller, cat meows, dog barks

Model the Skill

Read page 365 together Have children look at the Science Pictures Have them think about ways they are alike and different

Practice

Graphic Organizer

Look at the Graphic Organizer together Work with children to complete the Graphic Organizer using the facts from the Science Pictures

Apply It!

The playground equipment is there during the day and night

Sun is in the sky during the day Moon is in the sky at night No children are at the playground at night

CHAPTER 12 • How to Read Science 365

How to Read Science Resource

ELL Support

For more practice on Alike and Different, use Every Student

Learns Teacher’s Guide, p 73

The student

Trang 22

Workbook, p 140 366

You Are There

Sung to the tune of “Twinkle Twinkle Little Star”

Lyrics by Gerri Brioso & Richard Freitas/The Dovetail Group, Inc.

In the sky’s a great big star.

It’s the Sun and it’s real far!

The Sun lights up the sky so bright.

It also lights the Moon at night.

Heat and light come from the sun And that is needed by everyone!

Name

What is the Sun?

The student describes characteristics of the Sun

and its importance to Earth

Introduce

Access Prior Knowledge

Have each child draw a picture of the Sun As a

class, discuss the pictures and allow volunteers

to explain why they drew the Sun as they did

Encourage children to think about the shape, size,

and color they selected

Set Purpose

Tell children they are going to read about the Sun

Help them set a purpose for reading, such

as to understand what the Sun is and why it is

important

Teach

Sing or play “The Sun” for children Then read

page 367 together Remind children that matter

can be in different forms—solids, liquids, and

gases The Sun is made mostly of the gases

hydrogen and helium Tell children that the gases

in the Sun are so hot, they cause the Sun to glow

Assign Quick Study pp 124–125 to children who

need help with lesson content

A C T I V I T Y

Have children think about a sunny day and a

cloudy day Have them make a T-Chart with each

as a heading Encourage children to list some

characteristics of each in the appropriate column

Prompt their thinking by asking: On which

type of day is it warmer? On which type

of day is it brighter? Which type of day

might bring rain?

S U M M A R Y

• The Sun is a star made of glowing gases.

• The Sun is closer to Earth than any other star.

Trang 23

Lesson 1

What is the Sun?

Think of the stars you see in the sky at night Stars are made of hot, glowing gases The Sun is a star too The Sun seems brighter and larger than the other stars This is because the Sun is the closest star to Earth The Sun is so bright that you cannot see other stars during the day.

brighter than any other star? It is closer

than any other star

gas? Gas

Guide Comprehension

Review the meaning of the word Sun Tell

children that another word that sounds

like Sun is son When the word is spelled s-o-n, it means a male child Tell children that

words that sound the same but are spelled differently and have different meanings are called homophones Work with children to find other examples of homophones

Extend Vocabulary

Diagnostic Check

that the Sun is bigger than it looks,

distances from the class Show children that

as you move away from them, the ball looks smaller and smaller Have children draw a picture showing how the ball looks at each position at which you stop

Leveled Readers

Begin to use the Chapter 12 Leveled Readers with appropriate reading

groups at this time

Earth and Space has

the same content

as Chapter 12, but

is written at a less

difficult reading level

Discovering Earth and Space has the same

concepts as Chapter

12, and is written at grade level

Guide to the Constellations is

above grade level and enriches the chapter with additional examples and extended ideas

by Harriet Stansbury

Space and Technology

CHAPTER 12 • Lesson 1 367

Trang 24

Why We Need the Sun

The Sun may look small, but it is really very big

The Sun is much bigger than Earth The Sun looks small because it is so far away.

This is what the Sun looks like

in space.

368

Plants Need Sunlight

• Plants are the first level of most food chains A food chain describes

how energy flows through an ecosystem The ultimate source of energy for most ecosystems is the Sun Heat and light are forms of energy

• Most organisms on Earth depend on plants for food either directly

or indirectly Plants make and store food through the process of photosynthesis During photosynthesis, plants convert the energy of sunlight into chemical energy stored in food Without sunlight, plants could not conduct photosynthesis and therefore make food

The student describes characteristics of the Sun

and its importance to Earth

Teach (continued)

Read pages 368–369 with children Ask children

to look at the picture of the Sun Tell children that

if Earth were in this picture, it would be about the

size of a dime Help children understand that the

Sun is many times larger than Earth

Ask children to think about the other stars they see

in the sky at night Tell children that when all the

stars are compared, the Sun is average in size

That means that there are many stars that are

either smaller or larger than the Sun

Tell children that no matter what the size, all stars

give out light and heat The light and heat from

the Sun warm the water, land, and air on Earth

Without the Sun, Earth would be too cold to live

on and the plants we need for food could not

survive Explain that the light and heat from the

Sun carry a lot of energy Warn children not to

look directly at the Sun because it can damage

their eyes

S U M M A R Y

• The Sun is very big even though it looks small

from Earth

• We can live on Earth because the Sun gives us

heat and light

Trang 25

The Sun is important to Earth Earth gets light and heat from the Sun Living things

on Earth need light and heat People, plants, and animals can live on Earth because of the Sun.

369

1 Why is the Sun important to living things

on Earth?

alike and different?

Ask children the following scaffolded questions

to assess understanding

Scaffolded Questions

the size of the Sun? Very big

from Earth? It is far away.

give off? Heat and light

Point to the words big and small Tell children

that these words are opposites, or antonyms These words are used to describe objects

Therefore, they are also adjectives Explain that

by using adjectives that are antonyms, children can compare two things In this case, children can compare the way the Sun really is with how

it looks from Earth

My Science Journal

A Day in the Sun

Tell children to think about something they did on a sunny day Perhaps

they went to the beach, played soccer in the park, or took a walk Have

children draw a picture of what they did and describe how the Sun

affected their day

ELL Support

The Sun is a Star

Reinforce the idea that the Sun is a star by telling children that stars are

made of hot, glowing gases The Sun is made of hot, glowing gases

Thus the Sun is a star

For scaffolded instruction about the Sun, use Every Student Learns

Teacher’s Guide, page 74

Trang 26

Name

1 Half of Earth is always lit by the Sun True Not True

each day True Not True

1 Half of Earth is always lit by the Sun True Not True

each day True Not True

Workbook, p 141

Lesson 2

What causes day and night?

The picture shows an imaginary line through

the center of Earth This line is called an axis

Earth is always spinning on its axis

This spinning on an axis is called a rotation.

Earth makes one complete rotation each day.

370

Lesson 2

knows that each time the Earth

completes one rotation, one day has passed

and that this takes 24 hours

Introduce

On the board make a chart with two columns

Ask children to name things they do during the

day and things they do at night Discuss the fact

that many activities depend on whether it is light

or dark

Set Purpose

Tell children you are going to read to them about

how Earth spins Help them set a purpose for

listening, such as to find out why each day is 24

hours long

Teach

Read pages 370–371 aloud Tell children that

when any object spins, it rotates around an

imaginary line called an axis Make sure children

realize that there is not really a line or bar through

the center of Earth

Obtain a foam ball (or a globe if available)

Make a mark on the ball with a marker or tape

Tell children that the mark represents them and

the ball represents Earth Ask a volunteer to point

a flashlight at the ball Explain that the flashlight

represents the Sun

A C T I V I T Y

As a class, brainstorm a list of things that spin

Allow volunteers to demonstrate spinning motion

either by spinning themselves or spinning an object

S U M M A R Y

• Earth’s axis is an imaginary line through the

center of Earth

• It takes one day for Earth to finish one rotation,

or spin on its axis

Lesson 2 Resource

TRANSPARENCY 63

The student

Trang 27

It takes about

24 hours for Earth to make one complete rotation.

Earth’s rotation causes day and night

When your side of Earth is facing the Sun,

you have day When your side of Earth

is facing away from the Sun, you have night.

1 What is Earth’s axis?

in your science journal Tell why one

side of Earth has day when the other

side has night

371

Earth spin on its axis? Counterclockwise, if

viewed from the north

take Earth to make one rotation? 24

longer if Earth’s rotation were slower?

Longer

Write the words axis and rotation on the

board Tell children that the word axis can

also mean one of the main lines in a graph To differentiate the two meanings, explain that the imaginary line through Earth is sometimes called its axis of rotation

Assess

1 The axis is an imaginary line through the center of Earth

their answers in their science journals Accept answers that explain that the side of Earth facing the Sun has day and the side facing away from the Sun has night

Art Link

Calendar Patterns

Tell children to draw one week on a calendar as seven connected

boxes Ask children to draw a diagonal line through each box and write

“Day” on one half and “Night” on the other Have children color in the

“Night” half of each box Children may wish to enhance their drawings

by adding pictures of the Sun or stars Once the pictures are finished,

help children recognize the pattern of light and darkness that we use to

separate day from night

Diagnostic Check

rotation,

children that an object is rotating when it spins

in place

Slowly rotate the ball in a counterclockwise direction Point out how the mark moves in (day)

and out (night) of the light Ask children: When is

it day? When is it night? Point out that when

it is day on one side of Earth, it is night on the opposite side

Assign Quick Study pp 126–127 to children who need help with lesson content

Trang 28

noon sunrise

372

The Sun in the Sky

The Sun seems to move across the sky during the day The Sun looks low in the sky early in the morning By the middle of the day, the Sun

is high in the sky In the evening, the Sun is low in the sky again.

The Sun is always shining The Sun

is hard to see on some days.

ELL Support

Language Detectives: Comparative Words

Write the words low, middle, and high on the board Discuss the

meaning of each Then provide the following sentence frames for

children to complete using low, middle, or high:

• Sally used a chair to reach something on a shelf.

• The toddler was able to reach a toy on a shelf.

• James put the box on the center, or , shelf

Help children to choose the appropriate word to compare the shelves Then have them share their answers with a partner

For scaffolded instruction about the apparent motion of the Sun, use

Every Student Learns Teacher’s Guide, page 75.

knows that the appearance of

sunrise and sunset is due to the rotation of Earth

every 24 hours

understands that most natural

events occur in comprehensible, consistent

patterns

Read pages 372–373 to children Ask children if

they have ever seen a sunrise or a sunset Discuss

how the Sun seems to rise until noon After that,

it gets lower until sunset Tell children that even

though it seems to move, the Sun doesn’t actually

move at all

Review with children the Lab Zone Directed

Inquiry Explore Activity (page 364) they did

earlier To reinforce the concepts learned there,

have a volunteer point a flashlight at a ball or

globe (as you may have done earlier in the

lesson) Again mark a point on the ball Slowly

rotate the ball in a counterclockwise direction

through the light of the flashlight Stop at several

points during the rotation Use a ruler to connect

the mark to the flashlight at each point Tell

children that the ruler shows their view of the Sun

Show children how their view of the Sun changes

throughout the day because they are moving on

Earth’s surface Remind children that the time at

which sunrise and sunset occur can be predicted

because scientists know how fast Earth is rotating

Remind children not to look directly into the

flashlight or into the Sun

S U M M A R Y

• The Sun looks low in the sky in the early

morning and evening and high in the sky in the

middle of the day

• The Sun only looks like it is moving because

Earth is moving

The student

Trang 29

373

The Sun is not really moving across the

sky The Sun only looks like it is moving

It is really the Earth that is moving.

1 Why does the Sun look like it is moving

across the sky?

science journal Tell what time sunrise and

sunset are today where you live

the sky? Explain No Because Earth is

moving, it looks as if the Sun is moving

the Sun look low in the sky? Morning and

evening

it is rising in the sky? We are rotating

toward it

Remind children that a word that has the opposite meaning of another word is called

an antonym Ask children for an antonym of

the word low (High) Point out that the words low and high are used to describe how the

Sun looks in the sky Remind children that

antonyms such as low and high are useful when

comparing two things Ask children to provide

an antonym for the word sunrise (sunset) and the word day (night)

Assess

1 We are moving on Earth, so it looks like the Sun

is moving

their answers in their science journals Accept reasonable answers that describe early morning times for sunrise and evening times for sunset Actual times will vary with location and season

Sunset

Ask children to pay attention to the sunset one day, even if they cannot

watch it directly Tell children to describe what they saw Encourage

children to think about the colors in the sky, the amount of light they can

see, and any other details they notice

Art Link

The Sun

Have children draw a picture of a sunrise or sunset Tell children to use

colors and shading to describe the image Children should label their

drawings and, if possible, mount the drawings on colored paper

Trang 30

Name

the seasons True Not True

What causes seasons

to change?

Workbook, p 142 374

Lesson 3

What causes seasons to change?

The pictures show that Earth is tilted

on its axis Earth is always tilted in the same direction.

You know that Earth spins on its axis Earth also moves around the

Sun in an orbit An orbit is a path

around another object It takes Earth about one year to orbit the Sun one time The tilt of Earth and Earth’s orbit around the Sun cause the seasons to change.

1 What causes the seasons to change?

knows that the Moon moves

around the Earth, the Earth moves around the

Sun, and the Moon is visible when it reflects the

light from the Sun

Introduce

As a class, name the months of the year that fall

into each season Make a chart to show that

spring begins near the end of March, summer

begins near the end of June, fall begins near the

end of September, and winter begins near the end

of December

Set Purpose

Tell children they are going to read about the

seasons of the year Help them set a purpose for

reading, such as to learn why there are different

seasons throughout the year

Teach

Read pages 374–375 together Remind children that

the name for the motion of Earth spinning on its axis

is rotation Then tell children that the name for the

motion of Earth moving around the Sun is revolution

Earth rotates and revolves at the same time

A C T I V I T Y

Have children draw pictures to represent the four

seasons of the year—summer, fall, winter, and

spring Tell children to include details about the

weather in their drawings

S U M M A R Y

• Earth is tilted on its axis and moves in an orbit

around the Sun

• Earth has seasons because it is tilted toward or

away from the Sun

TRANSPARENCY 64

The student

Trang 31

In fall the part of Earth where we live

is beginning to tilt away from the Sun

path around the Sun? Orbit

take for Earth to orbit the Sun? 12 months

part of Earth you are on points away from the Sun? Winter

Tell children that the word orbit can be used as

a noun or a verb In their science journals, ask

children to write one sentence using orbit as a noun and one sentence using orbit as a verb

Some children may think that Earth is closer to the Sun during summer

and farther away during winter This is not the case Earth’s orbit, like

those of the other planets, is not a perfect circle It is an ellipse, which

means that it does move closer to the Sun at some points than at others

However, the Northern Hemisphere has winter when Earth is closest to

the Sun The distance from the Sun is not the cause of seasons

ELL Support

The Tilt of Earth

Encourage children to illustrate the idea of Earth’s tilt on its axis by

having them hold a pencil or ruler straight up-and-down and then tilted

toward and away from another object Ask them to identify the season

each position indicates Discuss changes in the length of day and night

as the seasons change There are more hours of daylight in the summer,

and fewer during the winter

For scaffolded instruction about seasons, use Every Student Learns

Teacher’s Guide, page 76

Tell children we have seasons because Earth is tilted on its axis Direct children to the picture of Earth’s orbit Show children that during part of Earth’s orbit, the top half of Earth (the Northern Hemisphere) is pointed toward the Sun and gets more direct sunlight More direct sunlight means that this part of Earth is warmer than the other part (the Southern Hemisphere) As a result, the Northern Hemisphere has summer and the Southern Hemisphere has winter Point to the opposite point in the orbit to show children when the Northern Hemisphere has winter and the Southern Hemisphere has summer Point out that

at two points in Earth’s orbit, neither hemisphere points toward the Sun Explain that these points mark the beginning of spring and fall

Trang 32

Name

daytime True Not True

What can you see in the night sky?

Workbook, p 143 376

Lesson 4

What can you see

in the night sky?

The Sun is a star you can see during the day You can see many other stars

at night.

Stars in the night sky look small because they are far away On a clear night it looks like there are more stars than you can count!

Long ago, people thought they saw patterns in some groups

of stars They imagined lines that formed pictures

A group of stars that form

a picture is called a

constellation.

you use to see the stars better at night?

This constellation looks like a lion

It is called Leo.

Lesson 4

What can you see in the

night sky?

knows that stars and planets are

always in the sky

Introduce

Have children look at the Big Dipper in the picture

Ask children if they have ever heard of the Big

Dipper Ask children: What is the Big Dipper

made of? Stars Discuss the shapes of any other

constellations that children may know

Set Purpose

Tell children you are going to read to them about

stars Help them set a purpose for listening,

such as to find out about shapes they can look for

among the stars

Teach

Read pages 376–377 to children Make sure

children realize that the stars are always in the

sky During the day, the Sun is too bright to see the

other stars

Mention that the stars in a constellation are not

really as close together as they might look Some

stars may be much farther away than other stars in

the same constellation And some stars are brighter

than others

A C T I V I T Y

Have several volunteers come to the board and

make random patterns of chalk dots Then have

children look for pictures among the dots

S U M M A R Y

• Stars look small because they are far away.

• A constellation is a group of stars that form a

Trang 33

Look at these two constellations They are called the Big Dipper and the Little Dipper.

377

of stars such as the Big Dipper? A

constellation

stars in the sky during the day? The Sun

is too bright during the day

the sky even though it is bigger than the Sun? The star is farther away than the

Sun

The word constellation is also used to mean

a section of the sky The sky is divided into 88 constellations People to the north and south of the equator can see only some constellations, but people at the equator can see all of them

Assess

1 A constellation is a group of stars that form a picture

telescope

Light Pollution

It can be more difficult to observe the stars today than it was many

years ago The reason is that now we must contend with light pollution

Light pollution is basically light from artificial sources As land areas

become inhabited by people, lights create a glare in the night sky that

makes stars and other objects in space difficult, of not impossible, to

see There is a children’s book entitled There Once Was a Sky Full of

Stars, by Bob Crelin that talks about the beauty of the night sky and the

growing problem of light pollution

Reading Link

Constellations

If time allows, there are several books that give children a chance to

look at, and even trace, constellations One such book is Constellations

Dot-to-Dot by Evan Kimble and Lael Kimble Another option is

Glow-in-the-Dark Constellations: A Field Guide for Young Stargazers by C.E

a lion around it or the Big Dipper and draw

it as a ladle Tell children that if they use their imaginations, they can see the shapes

Point out to children that just as the Sun seems

to move in the sky, so do the stars Explain that the reason is the same—Earth’s motion Some constellations can be seen only during certain seasons of the year Near the poles, the constellations seem to move in a circle

Trang 34

The Moon

You might see the Moon in the night sky too

The Moon is the largest and brightest object

in the night sky.

The Moon has mountains and deep craters

like a bowl A crater is formed when a large rock from space hits the Moon.

378

Studying the Moon

• Galileo was one of the first people to study the Moon in depth With

his telescope, an improved version of the original and one for which he ground his own lenses, he saw the Moon as a pattern of light and dark areas Galileo thought the dark areas were basins filled with water,

so he named them maria, which is the Latin word for seas From his

observations, Galileo proved that there are mountains on the Moon

• Technology has improved tremendously since Galileo’s time On

July 20, 1969, astronauts landed on the Moon for the first time The first man to step onto the surface of the Moon was Neil Armstrong followed by Edwin Aldrin

Going to the Moon

Tell children to suppose they were going to take a trip to the Moon Ask them to write a description of what they would see and what they would do if they visited the Moon Encourage children to draw a picture to go with their description

The student describes objects that are visible in

the night sky

Read pages 378–379 to children Tell children

to imagine dropping a rock into a sandbox

(Demonstrate this event if materials allow.) Ask

children: What shape will be left in the

sand? A hole Explain that holes formed on the

surface of the Moon are called craters Direct

children to look at the crater in the picture Point

out that craters are low points on the Moon’s

surface Mention that the Moon also has high

points Ask: What are high points on the

Moon? Mountains

Explain to children that sometimes the Moon is

visible during daylight hours and sometimes it is

not visible at night

Trang 35

1 What causes craters on the Moon?

night sky Use chalk and dark paper

The Moon has

many craters

like this one.

Sometimes you can see the Moon

in the night sky? The Moon

the same shape as a crater? A bowl

describe the surface of the Moon?

Uneven with mountains and craters

Tell children that the word crater comes from

the Greek word krater, meaning mixing vessel

or bowl The holes on the surface of the Moon are called craters because they are shaped like bowls

Assess

1 Craters are caused by rocks that hit the Moon

2 Accept reasonable drawings

ELL Support

Language Detectives: Building Vocabulary

Provide the following sentence frames for children to complete:

• A is formed when a large rock from space hits the Moon.

• A is a group of stars that form a picture.

• The is the largest and brightest object in the night sky

Help children choose an appropriate word for each sentence and write

it in the blank

For scaffolded instruction about the Moon, use Every Student Learns

Teacher’s Guide, p 77.

Trang 36

Name

different shapes True Not True

Why does the Moon seem to change?

Workbook, p 144 380

Lesson 5

Why does the Moon seem to change?

The Moon rotates just like Earth It moves

in an orbit around Earth The Moon moves around Earth while Earth moves around the Sun It takes about four weeks for the Moon

to move all the way around Earth.

The Moon does not make its own light The Moon reflects light from the Sun You only see the part of the Moon that has light shining on it.

phases of the moon

Lesson 5

Why does the Moon seem

to change?

knows that the Moon moves

around the Earth, the Earth moves around the

Sun, and the Moon is visible when it reflects the

light from the Sun

Introduce

Encourage children to think about how the Moon

looks in the sky Ask children: Have you seen

the Moon look different in shape? Discuss

responses Have children draw different images of

the Moon

Set Purpose

Tell children they are going to read about changes

of the Moon Help them set a purpose for

reading, such as to understand why the Moon

can look different throughout the month

Teach

Read pages 380–381 with children Explain that

just as Earth rotates on its axis, so does the Moon

Then explain to children that just as Earth revolves

around the Sun, the Moon revolves around Earth

A C T I V I T Y

Ask children: What lights the night sky? The

Moon Have you ever noticed that some

nights are brighter than others? Discuss that

on some nights, the Moon is very bright but on

others it is not visible at all

S U M M A R Y

• The Moon rotates and also moves in an orbit

around Earth

• The Moon does not make its own light The

Moon is lighted by the Sun

• The Moon goes through phases as the lighted

part of the Moon visible to Earth changes

TRANSPARENCY 66

The student

Trang 37

keyword: word code: g2p381 381

The Moon seems to change

shape in the sky On some

nights the Moon looks round

At other times you see smaller

parts of the Moon Sometimes

you cannot see the Moon at all

The shape of the lighted part of

the Moon is called a phase.

1 Why can we see the Moon?

the Moon to move around the Earth 3 times?

The Moon is the biggest and brightest object

in the night sky.

is lighted by the Sun

to change shape? Different parts of the

Moon are lighted and only some is visible on Earth

when the Moon looks like a circle

Tell children that they may hear the word phase

used in different ways A phase can describe

a stage of the Moon It can also describe a type of matter, such as solid, liquid, or gas A phase can also be a stage of development that someone goes through Tell children to select

one use of the word phase and write a sentence

correctly using it in their science journals

ELL Leveled Support

Phases of the Moon

Beginning Show children the pictures of the Moon’s phases and a

calendar that shows the same Ask children to explain why the Moon

looks different on different days

Intermediate Ask children to draw a half Moon and a full Moon

Have children compare the two phases of the Moon

Advanced Help children draw a diagram of the Moon in its orbit

around Earth Have children include the Sun’s light at one side of the

model Direct children to show how the Moon moves around Earth,

producing the different phases we see

For scaffolded instruction about the Moon’s phases, use

Every Student Learns Teacher’s Guide, page 78.

Technology Link

Children can go online to discover more about phase by using the

NSTA SciLink available at www.sfsuccessnet.com.

Ask children: What lights Earth each day?

The Sun Point out to children that the Sun also lights the Moon Just as half of Earth is lighted by the Sun, half of the Moon is also lighted by the Sun Sometimes we can see all of the lighted half

of the Moon Sometimes we cannot see the lighted half at all Because the Moon moves around Earth,

we sometimes see only parts of the lighted half of the Moon These different stages are called phases

of the Moon

Trang 38

Name

solar system True Not True

What is the solar system?

knows that stars and planets are

always in the sky

Introduce

Ask children if they know the names of some of the

planets in the solar system As a class, list as many

of the planets as possible on the board Use the

picture to fill in any planets children fail to name

Set Purpose

Tell children they are going to read about the solar

system Help them set a purpose for reading,

such as to find out about the different planets

Teach

Read pages 382–383 with children Review the

picture of the planets Explain that the planets

rotate on their axes and revolve around the Sun

just as Earth does Tell children that the planets

move at different speeds and they are located at

different distances from Earth

Assign Quick Study pp 134–136 to children who

need help with lesson content

A C T I V I T Y

Have children make models of the solar system

using readily available materials Children might

make a poster by cutting out stickers to represent

the Sun and planets Children might draw the solar

system or use foam balls or balloons to model the

planets and Sun

S U M M A R Y

• The solar system is made up of the Sun and the

planets and their moons and other objects that

move around the Sun

A Trip Through the Solar System

Ask children to suppose they could take a trip through the solar system

In their science journals, have children describe what they see

TRANSPARENCY 67

The student

Trang 39

The Sun is the center of our solar system

All of the objects in the solar system move

around the Sun Look at the other planets

that move around the Sun Count them

How many planets do you count?

383

1 What is at the center of Earth’s solar system?

alike and different

planets and their moons and other objects that orbit the Sun

the Sun? Pluto

around them? Saturn, Uranus, Neptune

Tell children that the word solar comes from

the Latin word solaris, meaning Sun Solar

system , therefore, is a system of the Sun Use

the Vocabulary Cards to review the definition

of solar system as the Sun and the planets and their moons and other objects that orbit the Sun Ask children to identify other words or phrases

based on the word solar (Solar year, solar energy, solar car, solar blanket, solar heater)

Assess

1 The Sun is at the center of Earth’s solar system

2 Alike: The planets have the same basic shape and they all orbit the Sun Different: The planets are different sizes and they are different distances from the Sun

Social Studies Link

Sun-Centered System

For many centuries, people believed that Earth did not move and

was located in the center of the solar system In the 16th century, the

astronomer Copernicus proposed his model in which the Sun was at the

center of the solar system This heliocentric model was not well received

at first Eventually, however, this model stood the test of time and paved

the way for the work of scientists such as Kepler and Newton, who

were able to explain motion within the solar system

ELL Support

The Solar System

Help children understand that the Sun is the center of the solar system

by having 10 volunteers arrange themselves as the Sun and the orbiting

nine planets

For scaffolded instruction about the solar system, use Every Student

Learns Teacher’s Guide, p 79.

Trang 40

Call1-888-537-4908 with activity questions.

Name

Investigate: How can you make a

model of a constellation?

Scoring Criteria 1 2 3 4

Student made a model constellation.

Student observed how light shining

through holes in paper can show the model constellation.

Student drew and named the model

constellation.

Student told about the model

constellation, and compared and contrasted it with a real constellation.

Student made a definition of a

constellation.

Scoring Key

4 points correct, complete, detailed

3 points partially correct, complete, detailed

2 points partially correct, partially complete, lacks

Use with Chapter 12, pp 384–385

Investigate How can you

make a model of a constellation?

name your constellation.

My Constellation

Activity Book pp 123, 124 384

Investigate How can you make

Make a model constellation

Poke holes through the paper with a pencil

Make the room dark Hold the paper near a wall.

You use what you learn to

make a deﬁ nition of

a constellation

Use Activity DVDUnit D, Chapter

12 to preview this activity

Activity Resources

knows there are many objects in

the sky that are visible only at night

Groups: small groups

Materials: flashlight and D batteries; safety

goggles (1 per child); sharpened pencil; black construction paper (1 sheet)

Center: This activity can be set up in your

Science Center for children to work on throughout the day

Materials listed in italic are kit materials.

Safety Note

Make sure children wear safety goggles and use

care when poking holes with sharpened pencils

What to Do

Encourage Guided Inquiry

Preview the activity and the materials with

children Ask: How can you make a model

of a constellation? Guide children to write an

If…/then…statement such as If I poke holes

in black paper, then the light shining

through the holes will look like the stars

in a constellation.

constellation Ask children if they have ever looked

at the stars in the night sky Have volunteers

describe what they have seen

Find more about this activity at our Web site

• See the Teacher’s Activity Guide for more support.

• An alternative activity is also available to download

Định dạng
Số trang	89
Dung lượng	17,08 MB